{"id":9002,"date":"2025-05-14T08:37:49","date_gmt":"2025-05-14T06:37:49","guid":{"rendered":"https:\/\/www.institutulmontessori.ro\/resurse-edu\/observarea-in-practica\/"},"modified":"2025-07-22T11:52:59","modified_gmt":"2025-07-22T09:52:59","slug":"observarea-in-practica","status":"publish","type":"resurse-edu","link":"https:\/\/www.institutulmontessori.ro\/en\/resurse-edu\/observarea-in-practica\/","title":{"rendered":"Observation into practice"},"content":{"rendered":"

Question:<\/i><\/b> How can I keep track of the observations I make of the children and put those observations into practice in the classroom?<\/span><\/p>\n

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Rita Schaefer Zener, Ph. D., AMI training director and member of the Editorial Board, offers her perspective on the topic.<\/p>\n

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Answer:<\/i><\/b> These are two separate questions. The answer to the second one depends on how well we are able to answer the first one. How well we keep track of our observations is crucial.\u00a0<\/span><\/p>\n

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What kind of observations do we want to track? Most directresses have figured out a way to keep track of what they have done, e.g, the presentations that they have given. Some also have a scheme to show how well the child responded to the presentation. These presentation records a very useful in practice. The records can show if there is an overlooked presentation. The records are also very useful in planning the next presentations for each child so that they can continue on the many paths of culture that are available. <\/span><\/p>\n

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Many directresses have developed a kind of radar to alert them to what is going on with each child in the group. These observations are particularly useful to the directress to show her where she needs to move in the room and with which child she should engage herself. Directresses have also learned to \u201cdisappear\u201d for those children who are working and to intervene with those who are \u201clost\u201d or in harm\u2019s way. They notice who is distressed, and whether or not that child can resolve the difficulty himself. They notice when and where to redirect children to their work. At this level of observation, there are usually few written records. The observation is either acted upon in the moment or the decision is made not to act. Some directresses may keep a little note pad or post-its so that they can remember what they have seen of the work or the behaviour. They may transfer those observations to their record keeping.<\/span><\/p>\n

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There are some fine Montessori groups that function well with this level of observation and response. There are some that do not function well enough to engage the children\u2019s interest in a meaningful way consistently. Perhaps this question is asking for more depth. Four suggestions follow:<\/span><\/p>\n